ð Content outcomes aligned with national, state, or district standards. ð Requires students to develop, apply, and demonstrate literacy or numeracy skills. ð Organized around an open ended driving question or problem that inspires higher order thinking, encourages focused problem-solving skills, and requires core knowledge to answer. ð Requires students to construct knowledge. ð Requires students to engage in targeted inquiry, including using prior knowledge, gaining in-depth understanding of subject, and mastering core conventions of the discipline/field. ð Addresses issues, problems, or questions faced by people in the world outside of school. ð Requires students to develop 1-3 21st Century skills. ð Encourages students to reflect on and develop personal strengths. ð Incorporates activities and tasks that encourage student autonomy. ð Encourages and honors student ‘voice and choice’. ð Students have contact withadults outside the classroom. ð Student work reviewed by a “real” audience. ð Students do extensive exploration and research, including field-based activities. ð Involves students and teachers in a wide range of communication,patterns, roles, and activities. ð Is of sufficient duration for students to engage in a complex, problem- focused process of assimilating facts, using skills, contemplating solutions,and creating worthwhile products. ð Involves presentation of student work to an audience beyond the teacher classroom.
Craft the Driving Question
ð The driving question or problem has meaning and relevance to studentsand may be generated by them. ð The driving question is neither too open-ended nor too concrete. ð The driving question is appropriate to the content outcomes for the project. ð The driving question serves as a guide to the direction of inquiry and products for the project.
Plan A s s e s s m e n t s
ð Assessments are closely aligned to standards and are rich and variedenough to make credible judgments about learning. ð Products and performances are varied and sufficient to provide theopportunity for students to be adequately assessed on all outcomes, including performance assessments for skills, and self-report or similar assessments for personal strengths. ð The project includes a culminating exhibition, presentation, or product inwhich students demonstrate that they can apply their knowledge. ð Artifacts or other assessments are included as ways to measure the“process"of the project. ð Formative assessments are included. ð Students are informed of all assessments at the beginning of the project. ð Students will be given regular feedback on performance as the projectprogresses.
Map the Project
ð Appropriate scaffold activities have been built into the project time-line. ð Project includes an appropriate, engaging introduction or launch activity. ð Students will use technology as a tool for learning. ð Students will use a variety of time and task management tools during theproject. ð Students have opportunities to develop workplace competencies. ð Appropriate time-line is established. ð Project plans for differentiated instruction; students of varying skill levelscan approach the project appropriately.
Manage the Process
ð Driving question is discussed and posted. ð Solutions to the problem or approaches to the question are discussed atthe beginning of the project. ð Assessments and criteria for performance are clearly explained to studentsat beginning of project. ð Project materials are organized and available to students. ð Students receive timely feedback on their work in progress. ð Students understand what is required of them and are given exemplars ofwork. ð Reflection is built into the project plan. ð Students are taught to self-assess and are required to use structuredmethods to review progress.
Buck Institute Project Checklist
Click Here for an online planning tool. You will need to register...It is free!
Principle
with
the
End
in
Mind
ð Requires students to develop, apply, and demonstrate literacy or numeracy skills.
ð Organized around an open ended driving question or problem that inspires higher
order thinking, encourages focused problem-solving skills, and requires core
knowledge to answer.
ð Requires students to construct knowledge.
ð Requires students to engage in targeted inquiry, including using prior knowledge,
gaining in-depth understanding of subject, and mastering core conventions of the
discipline/field.
ð Addresses issues, problems, or questions faced by people in the world outside of
school.
ð Requires students to develop 1-3 21st Century skills.
ð Encourages students to reflect on and develop personal strengths.
ð Incorporates activities and tasks that encourage student autonomy.
ð Encourages and honors student ‘voice and choice’.
ð Students have contact withadults outside the classroom.
ð Student work reviewed by a “real” audience.
ð Students do extensive exploration and research, including field-based activities.
ð Involves students and teachers in a wide range of communication,patterns, roles, and
activities.
ð Is of sufficient duration for students to engage in a complex, problem-
focused process of assimilating facts, using skills, contemplating
solutions,and creating worthwhile products.
ð Involves presentation of student work to an audience beyond the teacher
classroom.
the
Driving
Question
by them.
ð The driving question is neither too open-ended nor too concrete.
ð The driving question is appropriate to the content outcomes for the project.
ð The driving question serves as a guide to the direction of inquiry and products for the project.
A
s
s
e
s
s
m
e
n
t
s
credible judgments about learning.
ð Products and performances are varied and sufficient to provide theopportunity for students to
be adequately assessed on all outcomes, including performance assessments for skills, and
self-report or similar assessments for personal strengths.
ð The project includes a culminating exhibition, presentation, or product inwhich students
demonstrate that they can apply their knowledge.
ð Artifacts or other assessments are included as ways to measure the“process"of the project.
ð Formative assessments are included.
ð Students are informed of all assessments at the beginning of the project.
ð Students will be given regular feedback on performance as the projectprogresses.
the
Project
ð Project includes an appropriate, engaging introduction or launch activity.
ð Students will use technology as a tool for learning.
ð Students will use a variety of time and task management tools during theproject.
ð Students have opportunities to develop workplace competencies.
ð Appropriate time-line is established.
ð Project plans for differentiated instruction; students of varying skill levelscan approach the
project appropriately.
the
Process
ð Solutions to the problem or approaches to the question are discussed atthe beginning of the
project.
ð Assessments and criteria for performance are clearly explained to studentsat beginning of
project.
ð Project materials are organized and available to students.
ð Students receive timely feedback on their work in progress.
ð Students understand what is required of them and are given exemplars ofwork.
ð Reflection is built into the project plan.
ð Students are taught to self-assess and are required to use structuredmethods to review
progress.